Проблемы изменения профессиональной субъектности учителей в цифровую эпоху

Olga A. Eremeeva

doi:10.25726/x8263-4350-7238-b

Authors

Olga A. Eremeeva https://orcid.org/0009-0008-9211-1002 Elabuga Institute of Kazan (Volga Region) Federal University, 423600, Republic of Tatarstan, Elabuga, Kazanskaya St., 89

DOI: 10.25726/x8263-4350-7238-b EDN: NWIXTX

How to cite

GOST Eremeeva O. A. Problems of transformation of teachers' professional agency in the digital era // Education Management Review. 2026. Vol. 16. No. 10. P. 27-35. DOI: 10.25726/x8263-4350-7238-b

APA Eremeeva, O. A. (2026). Problems of transformation of teachers' professional agency in the digital era. Education Management Review, 16(10), 27-35. https://doi.org/10.25726/x8263-4350-7238-b

Abstract

The article examines the problems of transformation of teachers' professional agency in the context of digital transformation of education. The teacher's professional agency is defined as a complex integrative quality of the personality that ensures the ability to make autonomous professional choices, set goals, reflect on practice and transform the professional environment. The author analyses the key contradictions arising in the formation of the teacher's subjective position in the digital era: between the expansion of opportunities for professional action and the algorithmic restriction of autonomy; between the delegation of cognitive functions to artificial intelligence systems and the preservation of the ability for independent pedagogical judgement; between the virtualisation of professional communications and the stability of professional identity. The phenomenon of «hybrid» agency arising in the interaction of the teacher with digital and algorithmic systems is revealed, as well as the risks of professional judgement atrophy resulting from the systematic delegation of decisions to artificial intelligence. Internal factors (professional reflection, identity, self-efficacy, growth mindset, emotional self-regulation) and external conditions (organisational environment, mentoring, networked professional communities) determining the trajectories of pedagogical agency formation in the digital context are highlighted. It is concluded that purposeful design of pedagogical conditions is required to ensure the formation of the teacher's critical, responsible agency, capable of taking an authorial position towards digital technologies rather than passively adapting to their logic.

Keywords

professional agency teacher digital transformation agency artificial intelligence professional reflection media literacy hybrid agency digital burnout networked professional communities

Funding

The authors did not declare any external funding for this research.

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Problems of transformation of teachers' professional agency in the digital era

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